A Study on the Teachers’ Action in the Formation of Curriculum Policies

2021 ◽  
Vol 39 (3) ◽  
pp. 5-31
Author(s):  
Se-Young Kim
Keyword(s):  
Curriculum Policies

scholarly journals The Role of The Community in Combating The Covid-19 Pandemic in Indonesia

2021 ◽  
Vol 1 (1) ◽  
pp. 159-168
Author(s):  
Djufri Nurachman ◽  
Goddess Purnamawati
Keyword(s):  
Health Education ◽  
Small Businesses ◽  
Teaching And Learning ◽  
Health Workers ◽  
Health Sector ◽  
Economic Downturn ◽  
The Government ◽  
Curriculum Policies ◽  
Global Threat

Corona Virus Diseases 19 (Covid-19) has become a global threat. The role of the community is very much needed to break the chain of transmission of Covid-19. This study aims to determine the role of the Indonesian people in overcoming the Covid-19 pandemic in general, health, education, and the economy. Research method: using SLR. Data is collected from Scopus and indexed journals through a science direct and Garuda-based data system. Data were analyzed using content analysis techniques. Research Results: Indonesian people have implemented health protocols in the form of using masks outside the home, complying with PSBB policies, washing hands regularly. In the health sector, supporting health workers by helping to raise funds for PPE, conducting regional quarantine. In supporting education policies during the Covid-19 period, the context of which is the government, teachers, and parents, have been with all their might and dedication to provide facilities for students in the form of data packages, relaxation of curriculum policies, elimination of National Examinations, the effectiveness of teaching and learning activities in Indonesia. during the pandemic. To respond to the economic downturn itself, the community supports the return of the Indonesian economy, such as opening small businesses online, supporting policies for providing assistance and relaxing MSME loans by submitting small businesses, supporting government policies on tax relaxation. while still paying taxes. Conclusion: In general, the Indonesian people have been quite disciplined in trying to prevent the spread of COVID-19, both in the fields of health, education, and the economy.

Governmentality, Curriculum Policies, and Citizenship Education

2019 ◽  
pp. 274-301
Author(s):  
Jesús Romero ◽  
Marta Estellés
Keyword(s):  
Tacit Knowledge ◽  
19Th Century ◽  
International Organizations ◽  
Citizenship Education ◽  
Historical Perspective ◽  
Frame Of Reference ◽  
Knowledge Systems ◽  
European Institutions ◽  
Curriculum Policies ◽  
The 19Th Century

Citizenship education has received increasing attention in recent decades. After its inclusion in the agenda of international organizations and European institutions, many studies and academic debates have taken place. Despite their undoubted merits, a significant portion of that literature has not sufficiently discussed its starting presuppositions. It has often introduced citizenship education as if it were a novelty. That presentism has had a dangerous effect: the ease with which some ways of thinking and talking about citizenship education have been naturalized. Precisely for that reason, a historical perspective is essential: It helps us distance ourselves from our own frame of reference to question what is usually taken for granted by analyzing the changes in the tacit knowledge systems. In this chapter, the authors try to illustrate this by examining the main tendencies that have introduced citizenship education in national curricula during the two key cycles of socio-institutional restructuring experienced by Western countries since the end of the 19th century.

Reconciling 170 Years of Settler Curriculum Policies

2017 ◽  
pp. 125-143
Author(s):  
Nicholas Ng-A-Fook ◽  
Mark Ingham ◽  
Tylor Burrows
Keyword(s):  
Curriculum Policies

Multiple Solitudes

2011 ◽  
Vol 2 (3) ◽  
pp. 1-12
Author(s):  
Lorayne Robertson ◽  
Dianne Thomson
Keyword(s):  
Communities Of Practice ◽  
Policy Development ◽  
Digital Technologies ◽  
Ministry Of Education ◽  
Knowledge Mobilization ◽  
Health Issues ◽  
Curriculum Policy ◽  
Digital Curriculum ◽  
Curriculum Policies ◽  
Research And Policy

In this paper, the authors examine the potential and the reality of pan-Canadian digital curriculum policy access in the current web-enabled global landscape. The authors discuss theory related to the affordances offered by digital technologies for the sharing of research and policy, as well as theory relative to knowledge mobilization and communities of practice, both of which support collaboration and consultation for informed policy development. The authors present their findings from two investigations to test digital access to curriculum policies across Canada’s provinces and territories through their Ministry of Education websites. Through this analysis, the authors provide evidence of the current affordances and barriers related to digital access to curriculum policies and offer suggestions to facilitate knowledge mobilization around curricular responses to child and adolescent health issues.

scholarly journals Assessment literacy of foundation phase teachers: An exploratory study

2015 ◽  
Vol 5 (1) ◽  
pp. 26 ◽  
Author(s):  
Anil Kanjee ◽  
Jane Mthembu
Keyword(s):  
South African ◽  
Small Sample Size ◽  
Summative Assessment ◽  
Small Sample ◽  
Assessment Literacy ◽  
Learning Needs ◽  
National Assessment ◽  
Curriculum Policies ◽  
Use Of Assessment ◽  
The Impact

This study explores foundation phase teachers’ assessment literacy, and their understanding and use of formative and summative assessment. Using questionnaires, observations and interviews, data were obtained from Grade 1, 2 and 3 teachers from a school each in quintile 2, 3 and 5. Teachers from all three schools demonstrated equally low levels of assessment literacy. While understanding of summative assessment was noticeably higher, all teachers demonstrated very poor understanding of formative assessment. Notwithstanding the small sample size, the study highlights the need for professional development programmes to focus on enhancing teachers’ assessment literacy. It also calls for additional research on a conceptualisation of assessment literacy that is relevant to South African teachers, and for determining the impact of concepts and practices advocated in the national assessment and curriculum policies on teachers’ use of assessment to address the learning needs of all learners across schools in the different quintile categories.

Curriculum and Teaching in Recent Curriculum Policies in Brazil

2015 ◽  
pp. 83-97
Author(s):  
Elizabeth Macedo
Keyword(s):  
Curriculum Policies
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